The document discusses the presenter's experience observing learning environments and methods in the 3-7 and 7-11 age phases. For ages 3-7, the presenter observed a dynamic learning environment that incorporated play, child choice, and social learning. In contrast, ages 7-11 focused more on independent work, repetition, and academic achievement with less flexibility. The presenter prefers the 3-7 approach and concludes that they can improve their understanding of attention strategies and child-led activities to create effective early years environments.

2. CHOSEN THEMES -
-The different ways you have seen children learn in the 3-7 and 7-11 age
7-11 age phases.
- The differences in the learning environments in the 3-7 and 7-11 age phase
EDUCATIONAL PLACEMENT-TE0488
Age phase specialisation presentation
Throughout this presentation I will discuss why I would like to
specialise in the 3-7 age range with regards to my chosen
themes -

3. Gibbs reflective cycle
‘Gibbs (1988) reflective
cycle supports reflective
learning from experiences
by providing a framework
for reflection. The model
involves feelings, thoughts
and recommendations for
future action plans in the
reflective process’ (Pihla, et
al , 2020, p.8.)

4. The different ways you have seen children
learn in the 3-7 and 7-11 age phases
‘Offer children many different experiences and opportunities to play
freely and to explore and investigate.’ (Development matters, P.19.
2020)

5. Theme 1- AGE 3 TO 7-
1 – Description
Within the 3 to 7 age phase I observed children having
many opportunities to engage in social learning with a
wide range of group tasks and talking time throughout
the school day. Vygotsky recognised that the use of
talk Is being incorporated into learning at an
increasing rate to allow children to express their
independent thoughts and ideas. (Aubrey and Riley,
2022). Within this age phase, children were also
enabled to learn through play in the environment,
children were also part of the decision making with
what activities they would like to do and when they
would like to do it (for example, choosing if maths and
English were done before or after break),Riley and
Jones (2012) suggest involving children in this decision
making can create a reduced stress learning
environment where children are encouraged to find
the enjoyment that can come from learning.
2- Feelings
Having the chance to both observe and lead
some play directed learning was an enjoyable
experience, having that element of play and
opportunity for engagement with each other
made me feel more relaxed when teaching.
The learning environment was effective which
,I felt, reduced stress levels of both myself
and the children.
3- Reflection
Whilst social learning supported an effective
learning environment, it was difficult finding
the correct balance between playing and
learning, children were excited which would
often lead to low level discussion for myself or
the teacher when trying to explain a component
of the activity, however, this was easily
controlled and learning was rarely disrupted.
4- Action plan
Going forward I would still incorporate play in
learning, but at the start if every lesson i will aim to
verbally discuss my expectations of the children and
their behaviour, in the core content framework (2019)
suggests doing this can improve both the classroom
and school culture. Focusing on promoting the
positive behaviour through reinforcement will also
support children’s learning, Skinner’s theory of
operant conditioning suggests behaviour can be
modified through the use of reinforcement, both
positive and negative. (Aubrey and Riley, 2022)
5- conclusion
When reflecting on these situations, i realise
they could easily be avoided by setting my
expectations to the children to reduce the
occurrence of these low level disruptions.
This would allow learning through play to be
even more effective.
6- Description
After reflecting I realised that
by involving children in the
decision making process makes
them excited to partake in the
learning and the activities.
Learning through play was an
effective method and the low
level disruption was a minor
problem which could be easily
resolved, I became more
confident using attention
grabbers that the children were
familiar with and there was a
clear change which made the
learning environment stress free
during these lessons. Children
feel empowered when they are
given opportunities to share
their opinions and ideas with
their friends and therefore
including social aspects into r
the if learning was also
extremely effective, especially
since they were being exposed
to new perspectives from their
friends each day.

6. THEME 1- AGE 7 TO 11
1- Description
I found that practitioners in the two different age phases
take very different approaches to learning. Dunlosky’s
strategies (2013) were commonly applied throughout KS2
learning, children would do low stake tests daily to
rehearse and remember their times tables. Children had
less opportunities to engage with their friends and share
ideas and talking throughout tasks was often discouraged
and corrected, I never saw play being co-operated in
learning in this age phase and there was a large focus on
children completing prominently written work and work
sheets. Riley and Jones (2012) discuss the idea that the
pressure teachers may feel to focus on academic
achievements is pushing them away from strategies that
include play. Particularly as the children near year 6 there
is more of a focus on exam preparation and less of a focus
on involving children in explorative learning and the
decision making processes.
2- Feelings
Within this age phase the direction I could take my lessons
felt quite restricted based of the lessons I had observed.
There were some opportunities for children to talk to one
another and discuss their ideas which made them more
confident when sharing answers which took stress from
myself as children provided feedback from the content
taught in the lesson.
3-Reflection
The Ebbinghaus Forgetting curve (1885) suggests that after the first
few days that learning took place over 40% of the information will be
lost (Shrestha, 2017), to combat this teachers particularly in this age
phase, focus on the repetition of content such as times tables. Every
morning children would chant the 4 times tables in numerous
different ways which proved to be an effective method.
Roshenshine’s principles (2019) were most relevant in this age phase
as there is a greater focus on academic achievement, content would
be reviewed daily to check children developed an understanding, this
would often be done through worksheets.
4- Action plan
I find it difficult to think of lessons for this age phase where a
finished worksheet or piece of writing is not the main goal,
based on lessons I have observed. In the future I will look at
the main points of the lesson that children need to learn and
try to incorporate social time into these lessons where
children can talk to a partner to share and build on their own
ideas and understandings. Looking at theorists such as Bruner
and Vygotsky who suggest social environments are important
in children’s learning will benefit this action plan.
6- Description
It is important for
children to write and
read and complete work
in different formats,
but increasing social
interactions could
improve the children’s
confidence when it
comes to contributing
ideas during whole class
discussions as there was
an abundance of hands
when it come to
contributing after time
to independently think
of ideas or answers.
Including some
creativity into the
lesson plan to cater to
the children’s interest
may support learning
further.
5- Conclusion
Within this age phase there is a large focus on
academic achievements and preparing the
children for assessment leaving less room for
play or child-led activities. There could have
been more opportunities where children could
be involved in the decision processes of their
activities.

7. The difference in learning environments
between the 3-7 and 7-11 age phases

8. THEME 2 – AGE 3 TO 7
1-Description
The physical environment within a 3-7 room ensured children
had access to all of the resources needed to take place in
learning. There was continuous provision such as a water are
and a paint area to support the progress of the children’s fine
and gross motor skills as well as the development of their
cognitive ability. For example, children could begin to
develop an understanding of the conservation of mass by
pouring water from different cups which are different heights
and widths but can fit the same amount of water. Walls were
decorated with children’s work to provide the children with a
sense of pride that their own work and pieces are being
displayed on the walls. There is limited academic content
around the classroom, this supports Sweller’s cognitive load
theory (1998), by limiting academic content extraneous
cognitive load is avoided (Shibli and West) therefore working
to create an effective learning environment. The
environments also encourage social interaction, Vygotsky
suggests that children thrive in social environments and are
apprentices learning from more knowledgeable others.
(Aubrey and Riley, 2022)
2- Feelings
Having more creative freedom relieves the stress
of planning an activity and fearing it’s being
prepared the wrong way, there’s room for trial
and error seeing what the children will or will
not engage with, as well as this there is access
to more creative resources which enables
improvisation if an activity is not going as
expected. As children had choice they were
often happy with activities they were engaging
with and enjoyed learning which supported the
effective learning environment and reduced
stress.
3- Reflection
I believe children having the access to materials which
they could both play with and learn from created a
pleasant learning environment. It was a struggle to begin
with, to develop the boundaries where children knew the
difference between playing and learning with the
resources and materials.
4- Action plan
I must work towards finding that balance between time to play
and time to learn in the environment. Allowing the children to be
social and share ideas is a positive way of creating a supportive
environment but it will also be important to scaffold
conversations too keep the children on track and to achieve the
learning goals intended.
5- Conclusion
The learning environments within this age range
are extremely positive and host a focus on positive
reinforcement, children are given choices which
supports their learning and develops an effective
learning environment. Children’s relationships with
other pupils and practitioners are encouraged
creating a social environment and supports learning
from each other.
6- Description
Children of this age range
thrive in these
environments, having
access to a range of
resources allows them to
change their activities
when and as they feel
and also provides a range
of formats for learning.
By giving children
freedom with their
learning they are
encouraged to find
enjoyment within this
process. Allowing
children to engage and
share ideas exposes them
to different perspectives
at an early age allowing
them to also form a basis
for their own opinions
and ideas and to feel
confident sharing these
in the learning
environment that has
been created.

9. THEME 2- AGED 7 TO 11
1- Description
Learning environments within this age phase tend to be
very static, children are organised into a seating plan and
this may change every term or remain the same if the
children work well next to one another. Almost all work is
completed at the tables with no choice for activities. I
also noticed that social interaction during activities is
discouraged to encourage children to work
independently, understandably this works for ensuring
that children have their own understanding of the
content and are into just copying the work of others.
There were some opportunities for communicating with
peers and the teacher during class discussion and there
were very few group activities. The environment, in my
opinion, did not appear to be a very social one with a
solo focus on academic achievements.
‘More recent neuroscientists research highlights social
relationships, particularly with early attachment figures,
as being an essential component for developing neural
pathways and crucial in having the ability to engage in
learning at all.’ (Jolliffe and Waugh, 2017) There was also
a lot of academic content on the walls and children often
could not read material to support them during
activities. This could potentially lead too extraneous
overload in terms of Sweller’s (1998) theory (Shibli and
West)
2- Feelings
I felt less confident in the environment of
this age phase, I felt there was limited
resources to work with if an activity was
not going the way I planned. There was
also fixed arrangements for the children
meaning space for activities was also
limited.
3- Reflection
Having a set environment was effective for many of the
children, they enjoyed knowing their seat and who they
could expect to interact with on that day. However, some
personalities on the table would clash and during group
activities children were still not given the freedom to
move about the room.
4- Action plan
If I were to be in a 7-11 classroom I would allow
more flexibility with the environment. Rather than
placing support and scaffold materials all on the
wall, booklets could be produced and given to the
children when they were most appropriate to avoid
extraneous load and to support the children most in
the environment.
5-Conclusion
Children are also celebrated within the
age phase of 7-11, the environment
supports the children’s academic
development but lacks support for their
social and emotional development as
well. Children have less freedom and
access to choice which can support some
learners but for others may not be
effective.
6- Description
The learning environments between
the two are extremely different,
there is less freedom within this age
phase as the environment is more
static. Work was celebrated but
within the 3-7 age phase, children’s
non-academic work was also
celebrated which supported the
children’s holistic development.
Socially , children had less
opportunities to work together
compared to in the 3-7 age phase.

10. REPORT COMMENTS ABOUT CLASSROOM
ENVIRONMENT

11. CONCLUSION
 The two age phases are different in many way, not just from the way they learn or
the learning environments.
 3-7 is my preferred age range, I particularly enjoy the creative freedom within the
early years with opportunities for continuous provision such as water areas to be
incorporated with the learning process.
 I feel the environment is dynamic and can be constantly changed to suit particular
topics or areas of learning. Children can having seats and tables but are not
confined top these spaces.
 Personally, I feel I am more confident engaging with younger children and enjoy
the random and unpredictable conversations that may be held with them.
 In this age phase I found there was more freedom with the content you decided to
teach and how you decide to teach it with a variety of activities that will count as
evidence of learning.

12. NEXT STEPS
 Create a bank of knowledge on an effective learning environment fro children
in the 3-7 age range.
 In preparation for my next placement I would like to have wider knowledge
on bother verbal and non-verbal attention grabbers to ensure children are
listening when necessary.
 To gather more information on appropriate child-led activities for in the
classroom to ensure children are learning the content they are exposed to.

13. REFERENCE LIST
 Aubrey. K.,Riley. A., (2022)., ‘Understanding and Using Educational Theories’, P.71. Date Accessed-27/04 /2023. Available at-
https://app.talis.com/northumbria/player#/modules/60cc963ef43da26ecc73ce86/textbooks/628b89818f98ca4153a82014%23page-
119
 DFE.,(2019) ‘ ITT Core Content Framework’., Date Accessed- 26/04/2023. Available at-
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974307/ITT_core_content_frame
work_.pdf
 DFE., ‘Development Matters’ (2020)., P.15., Date Accessed- 26/03/2023. Available at-
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1007446/6.7534_DfE_Develop
ment_Matters_Report_and_illustrations_web__2_.pdf
 Dunlosky.,J., (2013) ‘Strengthening the student tool box’., Date accessed- 25/04/2023. P.13., Available at-
https://files.eric.ed.gov/fulltext/EJ1021069.pdf
 Jolliffe.W., Waugh.D., ‘Nqt : The Beginning Teachers Guide to Outstanding Practice’ Date Accessed- 09/04/2023. Available at -
https://ebookcentral.proquest.com/lib/northumbria/reader.action?docID=5942920
 Pihla.M., Et.Al., ‘A reflective cycle: understanding challenging situations in a school setting’ P.8. Date Accesed- 01/05/2023,
Available at-
https://www.utupub.fi/bitstream/handle/10024/166237/Final_version_Markkanen%2001012020%20(2).pdf?sequence=
 Riley.J., Jones., R., ‘’Acknowledging learning through play in the primary grades’. Date accessed- 26/04/2023. Available at -
https://www.tandfonline.com/doi/abs/10.1080/00094056.2010.10523135
 Shibli.D., West.R., ‘Cognitive load theory and its application in the classroom’ Date Accessed- 27/04/2023., Available at-
https://my.chartered.college/early-career-hub/cognitive-load-theory-and-its-application-in-the-classroom/
 Sherrington.T., (2019) ‘Rosenshine’s Principles in action’. Date Accessed- 27/04/2023. Available at-
https://ebookcentral.proquest.com/lib/northumbria/reader.action?docID=6269343
 Shresthra.P., ‘Ebbinghaus Forgetting Curve’ Date accessed- 26/04/2023., Available at-
https://www.psychestudy.com/cognitive/memory/ebbinghaus-forgetting-curve